Classroom Observation Worksheet
Instructor
Date
Course
_
Observer
Directions: Below is a list of instructor behaviors that may occur within a given class or course. Please use it as guide
to making observations, not as a list of required characteristics. When this worksheet is used for making
improvements to instruction, it is recommended that the instructor highlight the areas to be focused on before the
observation takes place.
Respond to each statement using the following scale:
Not observed
More emphasis
recommended
1
2
Accomplished
very well
3
Circle the number at the right that best represents your response. Use the comment space below each section to
provide more feedback or suggestions.
Not observed
More emphasis
Accomplished very
well
1. Made clear statement of the purpose of
the lesson
1
2
3
2. Defined relationship of this lesson to
previous lessons
1
2
3
3. Presented overview of the lesson
1
2
3
4. Presented topics with a logical sequence
1
2
3
5. Paced lesson appropriately
1
2
3
6. Summarized major points of lesson
1
2
3
7. Responded to problems raised during
lesson
1
2
3
8. Related today's lesson to future lessons
1
2
3
Content Organization
Comments:
Teaching and Learning Center
Temple University
Not observed
More emphasis
Accomplished very
well
9. Projected voice so easily heard
1
2
3
10. Used intonation to vary emphasis
1
2
3
11. Explained ideas with clarity
1
2
3
12. Maintained eye contact with students
1
2
3
13. Listened to student questions &
comments
1
2
3
14. Projected nonverbal gestures
consistent with intentions
1
2
3
15. Defined unfamiliar terms, concepts,
and principles
1
2
3
16. Presented examples to clarify points
1
2
3
17. Related new ideas to familiar concepts
1
2
3
18. Restated important ideas at
appropriate times
1
2
3
19. Varied explanations for complex and
difficult material
1
2
3
20. Used humor appropriately to
strengthen retention & interest
1
2
3
21. Limited use of repetitive phrases &
hanging articles
1
2
3
Presentation
Comments:
Teaching and Learning Center
Temple University
Instructor-Student Interactions
Not observed
More emphasis
Accomplished very well
22. Encouraged student questions
1
2
3
23. Encouraged student discussion
1
2
3
24. Maintained student attention
1
2
3
25. Asked questions to monitor students’
progress
1
2
3
26. Gave satisfactory answers to student
questions
1
2
3
27. Responded to nonverbal cues of
confusion, boredom, and curiosity
1
2
3
28. Paced lesson to allow time for note-taking
1
2
3
29. Encouraged students to answer difficult
questions
1
2
3
30. Asked probing questions when student
answer was incomplete
1
2
3
31. Restated questions and answers when
necessary
1
2
3
32. Suggested questions of limited interest to
be handled outside of class
1
2
3
Comments:
Teaching and Learning Center
Temple University
Instructional Materials and Environment
Not observed
More emphasis
Accomplished very well
1
2
3
1
2
3
35. Supported lesson with useful classroom
discussions and exercises
1
2
3
36. Presented helpful audio-visual materials
to support lesson organization & major points
1
2
3
37. Provided relevant written assignments
1
2
3
Not observed
More emphasis
Accomplished very
well
38. Presented material worth knowing
1
2
3
39. Presented material appropriate to
student knowledge and background
1
2
3
40. Cited authorities to support statements
1
2
3
41. Presented material appropriate to
stated purpose of the course
1
2
3
42. Made distinctions between fact and
opinion
1
2
3
43. Presented divergent view-points when
appropriated
1
2
3
44. Demonstrated command of subject
matter
1
2
3
33. Maintained adequate classroom facilities
34. Prepared students for the lesson with
appropriate assigned readings
Comments:
Content Knowledge & Relevance
Comments:
Teaching and Learning Center
Temple University
45. What overall impressions do you think students left this lesson with in terms of content or style?
46. What were the instructor's major strengths as demonstrated in this observation?
47. What suggestions do you have for improving upon this instructor's skills?
Source:
Adapted from Evaluating Teaching for Promotion and Tenure, by Centra, Froh, Gray, Lambert & Diamond (1987).
Littleton, MA: Copley Publishing Group, 1987.
Teaching and Learning Center
Temple University